Aprendizagem ao longo da vida, competências, carreira e discriminação dos trabalhadores mais velhos: uma análise crítico-pedagógica de documentos internacionais
DOI:
https://doi.org/10.7346/-fei-XXIII-01-25_17Palavras-chave:
trabalhadores mais velhos, aprendizagem ao longo da vida, planejamento de carreira, envelhecimento ativo, discriminaçãoResumo
O objetivo geral desta contribuição é verificar se alguns documentos internacionais consideram a formação e aprendizagem dos trabalhadores mais velhos mais de acordo com uma dimensão humanística ou com uma dimensão com objetivos exclusivamente orientados para a empregabilidade. O desenho da investigação inclui um método de investigação qualitativa, baseado na identificação de categorias conceituais pedagógicas presentes e recorrentes nos seis diferentes documentos internacionais em estudo, a fim de realizar uma análise temática dos extratos salientes mais representativos de cada categoria conceitual. Os resultados da investigação, por um lado, confirmaram o que está presente na literatura científica de referência em que são destacados exclusivamente objetivos de empregabilidade no que diz respeito à educação de adultos, por outro lado, destacaram uma tentativa de equilíbrio entre as abordagens humanística e instrumental na consideração da formação e aprendizagem dos trabalhadores mais velhos.
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